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Abstract(s)
A importância do estudo dos fatores associados a um funcionamento positivo e ao desenvolvimento do potencial de crescimento individual tem sido cada vez mais reconhecida no domínio da investigação em Psicologia. O bem-estar psicológico constitui não só um objetivo, como também um importante indicador daquele funcionamento, estando associado a um conjunto de dimensões ou variáveis importantes, como sejam os mecanismos sociocognitivos. Assim sendo, o presente trabalho, de natureza quantitativa, teve como principal objetivo contribuir para o entendimento sobre o bem-estar psicológico, à luz da sua relação com outras variáveis psicológicas consideradas relevantes, como sejam os mecanismos sociocognitivos, as necessidades psicológicas básicas, a satisfação (associada aos domínios académico e social) e a satisfação global com a vida. Para o efeito, desenvolvemos um Modelo Integrativo de Bem-estar Psicológico, com base na matriz teórica da Teoria Sociocognitiva da Carreira (TSCC) e do modelo de Bem-estar Subjetivo de R. W. Lent, por um lado, e do referencial da Teoria da Autodeterminação (TAD), por outro.
O teste do Modelo Integrativo do Bem-estar Psicológico agora proposto foi efetuado, no âmbito do trabalho empírico, em uma amostra transversal de 682 estudantes portugueses, a frequentarem universidades públicas portuguesas do litoral e interior do país. Desses estudantes, 74% são mulheres e 26% homens, com média de anos de idade de 22.23 (idades compreendidas entre os 18 e os 52 anos) e DP 4.78 (M22.23 ± 4.78). A recolha de dados implicou a utilização de um conjunto de instrumentos de avaliação previamente existentes ou adaptados no âmbito da presente investigação, nomeadamente: as Escalas do Bem-estar Psicológico (EBEP) (Ryff, 1989) – adaptação portuguesa Silva, Novo e Peralta (1997), Escala de Vitalidade Subjetiva (subescala Estado) (EVS) - adaptação portuguesa Ramos e Paixão (2010), o Questionário de Objetivos (QO) (Herrera, Martinez, & Lens, 2009) – adaptação portuguesa Ramos e Paixão (2010), o Questionário de Variáveis Sociocognitivas (VSC) (Lent et al., 2005) – adaptação portuguesa Ramos e Paixão (2010), a Escala das Necessidades Psicológicas (BPNS-G) (Deci & Ryan, 2000) – adaptação portuguesa Amaral e Franco-Borges (2010), e a Escala de Satisfação com a Vida (SWLS) (Diener, Emmons, Larsen, & Griffin, 1985) – adaptação portuguesa Simões (1992).
Os resultados obtidos permitem apoiar a generalidade das relações estabelecidas entre as variáveis ou constructos incluídos no modelo, nomeadamente no que diz respeito ao impacto das necessidades psicológicas básicas na satisfação nos domínios (académico/social), na satisfação global com a vida e o bem-estar psicológico, e do contexto através do seu contributo para os mecanismos sociocognitivos, para a satisfação das necessidades, e para a satisfação no domínio. Estes e outros resultados serão analisados.Por último, são reforçadas algumas questões a considerar em estudos futuros, de entre as quais salientamos o potencial do contexto na promoção do bem-estar psicológico e correlatos e a pertinência de se pensar a ação e intervenção neste tipo de contexto de aprendizagem considerando o tipo de ambientes definidos pela TAD, em geral, e pela Teoria das Necessidades Psicológicas Básicas (TNPB) em particular.
The importance of studying the factors associated to the positive functioning and to the development of the individual growth’s potential has been receiving increased recognition within the realm of Psychology research. Psychological well-being constitutes not only a goal, but also an important indicator of that functioning, being associated with a set of relevant dimensions or variables, such as social cognitive mechanisms. Thus, the present work, of a quantitative nature, defined as its main purpose to contribute to the understanding of psychological well-being, considered its connection with other relevant psychological variables, such as socio cognitive mechanisms, basic psychological needs, satisfaction (associated to the academic and social domains) and global satisfaction with life. To the effect, we have developed an Integrative Model of Psychological Well-being, based on the theoretical matrix of Social Cognitive Career Theory (SCCT) and R. W. Lent’s Subjective Well-being model, on the one hand, and on the referential of Self-Determination Theory (SDT), on the other. The test of the Integrative Model of Psychological Well-being we now propose was applied, within our empirical research, to a cross-sectional sample of 682 Portuguese students, enrolled in Portuguese public universities (coastline and inland). From those students, 74% are women and 26% men, averagely aged 22.23 (ages comprised between 18 and 52 years old) and DP 4.78 (M22.23 ± 4.78). The collection of data demanded the use of a set of evaluation instruments previously existent or adapted to the scope of the present research, such as: the Psychological Well-being Scales (EBEP) (Ryff, 1989) – portuguese adaptation Silva, Novo e Peralta (1997), the Subjective Vitality Scale (State Level) (EVS) (Ryan & Frederick, 1997) - portuguese adaptation Ramos and Paixão (2010), the Questionnaire of Goals (QO) (Herrera, Martinez, & Lens, 2009) – portuguese adaptation Ramos and Paixão (2010), the Questionnaire of Social Cognitive Variables (VSC) (Lent et al., 2005) – portuguese adaptation Ramos and Paixão (2010), the Basic Psychological Needs Scale (BPNS-G) (Deci & Ryan, 2000) – portuguese adaptation Amaral and Franco-Borges (2010), and the Satisfaction with Life Scale (SWLS) (Diener, Emmons, Larsen, & Griffin, 1985) – portuguese adaptation Simões (1992). The obtained results support the majority of the connections established among the variables or constructs included in the model, namely the ones concerning the impact of basic psychological needs in domain satisfaction (academic/social), global satisfaction with life and psychological well-being, as well as context regarding its contribution to the social cognitive mechanisms, the satisfaction of needs, and domain satisfaction. These and other results will be analysed. Finally, we highlight some issues to consider in future studies, among which may be outlined the potential of context to the promotion of psychological well-being and correlates, as well as the pertinence to think action and intervention within this type of learning context considering the sort of environments defined by SDT in general, and by the Basic Psychological Needs Theory (BPNT) in particular.
The importance of studying the factors associated to the positive functioning and to the development of the individual growth’s potential has been receiving increased recognition within the realm of Psychology research. Psychological well-being constitutes not only a goal, but also an important indicator of that functioning, being associated with a set of relevant dimensions or variables, such as social cognitive mechanisms. Thus, the present work, of a quantitative nature, defined as its main purpose to contribute to the understanding of psychological well-being, considered its connection with other relevant psychological variables, such as socio cognitive mechanisms, basic psychological needs, satisfaction (associated to the academic and social domains) and global satisfaction with life. To the effect, we have developed an Integrative Model of Psychological Well-being, based on the theoretical matrix of Social Cognitive Career Theory (SCCT) and R. W. Lent’s Subjective Well-being model, on the one hand, and on the referential of Self-Determination Theory (SDT), on the other. The test of the Integrative Model of Psychological Well-being we now propose was applied, within our empirical research, to a cross-sectional sample of 682 Portuguese students, enrolled in Portuguese public universities (coastline and inland). From those students, 74% are women and 26% men, averagely aged 22.23 (ages comprised between 18 and 52 years old) and DP 4.78 (M22.23 ± 4.78). The collection of data demanded the use of a set of evaluation instruments previously existent or adapted to the scope of the present research, such as: the Psychological Well-being Scales (EBEP) (Ryff, 1989) – portuguese adaptation Silva, Novo e Peralta (1997), the Subjective Vitality Scale (State Level) (EVS) (Ryan & Frederick, 1997) - portuguese adaptation Ramos and Paixão (2010), the Questionnaire of Goals (QO) (Herrera, Martinez, & Lens, 2009) – portuguese adaptation Ramos and Paixão (2010), the Questionnaire of Social Cognitive Variables (VSC) (Lent et al., 2005) – portuguese adaptation Ramos and Paixão (2010), the Basic Psychological Needs Scale (BPNS-G) (Deci & Ryan, 2000) – portuguese adaptation Amaral and Franco-Borges (2010), and the Satisfaction with Life Scale (SWLS) (Diener, Emmons, Larsen, & Griffin, 1985) – portuguese adaptation Simões (1992). The obtained results support the majority of the connections established among the variables or constructs included in the model, namely the ones concerning the impact of basic psychological needs in domain satisfaction (academic/social), global satisfaction with life and psychological well-being, as well as context regarding its contribution to the social cognitive mechanisms, the satisfaction of needs, and domain satisfaction. These and other results will be analysed. Finally, we highlight some issues to consider in future studies, among which may be outlined the potential of context to the promotion of psychological well-being and correlates, as well as the pertinence to think action and intervention within this type of learning context considering the sort of environments defined by SDT in general, and by the Basic Psychological Needs Theory (BPNT) in particular.
Description
Keywords
Bem-estar psicológico Bem-estar subjetivo Mecanismos sociocognitivos Necessidades psicológicas Satisfação académica e social Universidade Psychological well-being Social cognitive mechanisms Psychological needs Social and academic satisfaction